Kuwait

Al-Sharhan, Salah

doi:10.1007/978-3-319-68999-9_9

Cited by 3 publications

(6 citation statements)

References 44 publications

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“…In contraposition, Song et al (2015) found that gender composition impacted group achievement; single-gender female groups were more productive than single-gender male groups, and female students showed a more collaborative behavior (Song et al, 2015). It was demonstrated that socio-cultural context could also affect the implementation of e-learning settings (Al-Sharhan, 2018;Karafyllis, 2015b).…”

Section: Impact Of Gender and Gender-grouping Within An E-learning En...mentioning

confidence: 99%

“…This is a critical topic to handle since, among other things, in many GCC countries students often lack opportunities to meet freely, to communicate and to collaborate with their peers, especially female students who are subjected to stricter rules of interaction and communication (Al-Fadhli, 2008;Al-kaabi, 2016;Mansour & Al-Shamrani, 2015b). Consequently, students may develop shyness and lack of confidence to express an opinion in front of members of the opposite sex, which might affect their attitudes towards the course and, ultimately, their achievement in the subject (Al-kaabi, 2016;Al-Sharhan, 2018). Therefore, GCC students' attitudes and achievement would likely be differentially affected in those learning settings where female and male students should interact collaboratively in face-to-face single-gender or mix-gender groups.…”

Section: Impact Of Gender and Gender-grouping On Students' Attitudes ...mentioning

confidence: 99%

“…In particular, Kuwait announced its national e-learning strategy in 2008 to keep pace with the rapid global technological developments and transform its educational system into the learning pedagogies of the twenty-first century (Al-Sharhan, 2018). Nevertheless, the public and private educational stakeholders who were implied on implementing the plan realized that to achieve a successful e-learning education system, it was necessary to orchestrate many variables, including different technological, pedagogical, cultural, and social components (Al-Fadhli, 2008;Al-Sharhan, 2018). It is challenging for STEM educators within eastern countries, particularly in the GCC region, to adequately address technology in their classes [68].…”

Section: E-learning Modalitymentioning

confidence: 99%

“…It is challenging for STEM educators within eastern countries, particularly in the GCC region, to adequately address technology in their classes [68]. Moreover, cultural and social aspects are other crucial issues related to using technology in education within these countries (Almasri, 2022;Al-Sharhan, 2018). Thus, to correctly address these kinds of issues, the need arises for a comprehensive study on how e-learning, gender, gender-grouping, and collaborative learning affect undergraduate students' attitude and achievement in biology in the GCC conservative gender-segregated countries.…”

Section: E-learning Modalitymentioning

confidence: 99%

“…Most of the studies performed considering a particular socio-cultural context and social identities showed a genderbased pattern within collaborative and traditional face-to-face learning settings in the United States (Gnesdilow et al, 2013b;Guo et al, 2018;Myaskovsky et al, 2005;Sormunen-Jones et al, 2000), the United Kingdom (Carli, 2001;Milliken and Martins 1996;Takeda & Homberg, 2014), Netherlands (Harskamp et al, 2008) and China (Zhan et al, 2015b). In addition, the implementation of collaborative e-learning settings was similarly affected by gender-dependent patterns (Cen et al, 2016b) and the socio-cultural context (Al-Sharhan, 2018;Karafyllis, 2015b). However, little has been researched to gain insights into how such variables might affect students' attitudes and achievement within e-learning and in-classroom learning modalities outside western countries or China, like in conservative societies such as Gulf countries in the Middle East.…”

Section: Introductionmentioning

confidence: 99%

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The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement

Almasri

2022

Educ Inf Technol

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This study aimed to compare female and male students’ attitudes and achievements within different learning settings determined by e-learning and in-classroom learning modalities, collaborative (CL), and traditional (TL) learning pedagogies and investigated the effect of single-gender (SG) and mixed-gender (MG) grouping in an undergraduate biology course. 1375 biology students enrolled in a public university were randomly divided into 12 learning settings. Keller’s ARCS model and Vygotsky’s Socio-cultural Theory were the theoretical frameworks that guided this study. Results indicated that females attained higher achievement and more positive attitude towards biology in TL and CL sections in single-gender compared to mix-gender classes; overall, academic achievements between females and males demonstrated a significant difference at P < .05. Females students performed relatively low achievement and had a negative attitude toward biology in mix-gender CL groups (2 Females + 2 Males) compared to single-gender CL groups (4 Females) in in-classroom modality. E-learning attenuated the negative impact of mixed-gender grouping on female students within e-learning CL settings. The effect size value indicated that males benefited more than females from mixed-gender CL (2F + 2 M) pedagogy in e-learning and in-classroom modalities. Thus, e-learning may encourage female students to overcome the socio-cultural barrier that leads them to feel reticence in mixed-gender groups. The study helps to understand the most suitable learning settings for female and male students to decrease gender disparities, reduce the negative influences of stereotypical threats in different socio-cultural environments, and develop learning strategies to further equalize opportunities for females and male students, promoting students’ attitudes and achievement in undergraduate biology education.

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Section: Impact Of Gender and Gender-grouping Within An E-learning En...mentioning

confidence: 99%

Section: Impact Of Gender and Gender-grouping On Students' Attitudes ...mentioning

confidence: 99%

Section: E-learning Modalitymentioning

confidence: 99%

Section: E-learning Modalitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement

Almasri

2022

Educ Inf Technol

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Translating a value-based framework for resilient e-learning impact in post COVID-19 times: Research-based Evidence from Higher Education in Kuwait

Alkhaldi,

Malik,

Alhaimer

et al. 2024

Heliyon

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A Framework for the Impact of Human Factors on the Effectiveness of Learning Management Systems

et al. 2020

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Higher education institutions (HEI) have realized the advantages of implementing a blended learning environment by using learning management systems (LMSs) to provide effective ways of learning and teaching. However, recent literature has revealed that developing countries' educational institutions fail when they adopt LMS technologies because they ignore the human factors related to these technologies. This study investigated the impact of human factors on the effectiveness of LMS in a blended learning environment at Kuwait's HEIs (KHEIs). In this paper, a pragmatic approach consisting of quantitative and qualitative methods is used. User characteristics traits from the literature review were organized into three main indicators of human impact on the effectiveness of LMS: technological characteristics, psychological characteristics, and student-instructor interaction characteristics. After these indicators were identified, a conceptual model was developed to study the characteristics. A deductive approach was used, and the model was tested for significance through receiving feedback from the universities' students and faculty members. In addition, an inductive approach was implemented through conducting interviews to explore more factors related to the effectiveness of LMS. The inductive approach's results revealed the relevant factors for the usage of the LMS, such as training, needs, expectations, and branding. The human factors that positively affect the success and effectiveness of LMS included attitude, enjoyment, experience, self-efficacy, and promptness, which had the most substantial impacts on user satisfaction. The modified conceptual model that this paper presents includes these impacting factors and provides an acceptable fit to the data. This research has developed an updated framework for demonstrating the effectiveness of LMS as it pertains to human factors, and its findings can be used to enhance user experience in a blended learning environment, thus improving the quality of Kuwaiti education. INDEX TERMS Learning management systems (LMSs), blended learning, human factors, effectiveness of LMS, Kuwait's higher education institutions.

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Kuwait

Cited by 3 publications

References 44 publications

The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement

The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement

Translating a value-based framework for resilient e-learning impact in post COVID-19 times: Research-based Evidence from Higher Education in Kuwait

A Framework for the Impact of Human Factors on the Effectiveness of Learning Management Systems

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